Learners were separated into groups representing the interests of parties that typically negotiate environmental affairs in real world scenarios (conservationists, scientists, politicians, NGOs, stakeholders), and tasked with preparing role-play simulations using a variety of flipped learning techniques.  Learners’ carbon footprints were monitored pre and post intervention, and CO2 emission scores were used as a proxy for their behaviour towards the environment.   Five role-play simulations were run overall.   These were integrated with case studies associated with fisheries issues, and climate change.  Anonymous participant surveys indicated that learners responded positively to the intervention, and participants’ CO2 emission scores improved significantly (T1,59 =  2.723, p = 0.009).    In the context of environmental sciences, learners that engage in the integrated role-play and case study approach may benefit from flipped learning techniques to prepare their simulations, and gain confidence from self-actualizing moments of achievement when they realize an improvement in their environmental behaviour.

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